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991.
Angela D. Benson Scott D. Johnson John Duncan Olga N. Shinkareva Gail D. Taylor Tod Treat 《Community College Journal of Research & Practice》2013,37(9):665-687
This article presents the results of a national study of distance learning in postsecondary career and technical education (CTE). The main purpose of this study was to identify the current status and future trends associated with distance learning in postsecondary CTE. The results show that community colleges are (a) actively involved in the delivery of CTE via distance learning for the purpose of meeting the needs of their diverse student body, (b) more likely to provide credit courses via distance than noncredit courses, and (c) offering few CTE programs fully at a distance. 相似文献
992.
Samuel B. Green Theresa M. Akey Kandace K. Fleming Scott L. Hershberger Janet G. Marquis 《Structural equation modeling》2013,20(2):108-120
This article investigates the effect of the number of item response categories on chi‐square statistics for confirmatory factor analysis to assess whether a greater number of categories increases the likelihood of identifying spurious factors, as previous research had concluded. Four types of continuous single‐factor data were simulated for a 20‐item test: (a) uniform for all items, (b) symmetric unimodal for all items, (c) negatively skewed for all items, or (d) negatively skewed for 10 items and positively skewed for 10 items. For each of the 4 types of distributions, item responses were divided to yield item scores with 2,4, or 6 categories. The results indicated that the chi‐square statistic for evaluating a single‐factor model was most inflated (suggesting spurious factors) for 2‐category responses and became less inflated as the number of categories increased. However, the Satorra‐Bentler scaled chi‐square tended not to be inflated even for 2‐category responses, except if the continuous item data had both negatively and positively skewed distributions. 相似文献
993.
Scott G. Paris Robert C. Calfee Nikola Filby Elfrieda H. Hiebert P. David Pearson Sheila W. Valencia 《Cultura y Educación》2013,25(18):15-29
La evaluación del conocimiento y, especialmente, la de un proceso tan integrado en la cultura como la lectoescritura no deberían abordarse sólo desde y por los educadores, puesto que la funcionalidad de la lectoescritura se extiende más allá de las tareas escolares. Este artículo presenta un modelo experimentado de «lectoescritura global» y su evaluación, tanto por el ágil sistema de carpeta del educador como por sistemas más convencionales. 相似文献
994.
995.
This study examined the impact that changes in Internet-based technologies have on romantic relationships developed exclusively online. Thirty-six participants completed the 44-item Online Relationships Questionnaire. Participants were then divided into three categories based on self-reported media preference: asynchronous text, synchronous text, and rich media. No significant differences existed on measures of relational confidence or intimacy based solely on media selection. Participants utilizing the Internet to maintain a secondary romantic relationship reported higher levels of relational certainty and greater expectations of future interaction with their online partner than participants involved exclusively in online relationships (i.e., the online relationship was the participant's only romantic relationship). 相似文献
996.
Steven Perry 《Communication Studies》2013,64(4):229-235
After offering a metacritical commentary on the rhetorical and epistemological functions of metaphor, drawing on the work of Edwin Black and Susan Sontag, this essay examines Hitler's metaphorical characterizations of Jews as exogenous threats to the German national body. 相似文献
997.
998.
Matthew K. Burns Erica S. Lembke McKinzie D. Duesenberg-Marshall Stephanie Hopkins Stacy Hirt Monica E. Romero Elizabeth Thomas Jo Ann Steinbauer Amber Del Gaiso Scott Crooks 《Journal of Research in Special Educational Needs》2023,23(4):365-374
The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement, and between training and ongoing professional development and quality of the PLAAFP. The data were obtained from 211 special education teachers in one state. Results suggested that ongoing professional development predicted the quality of the PLAAFP statement, accounted for a large amount of the variance (r2 = 0.14) in the PLAAFP quality score, and was a stronger predictor than participating in a single training. Additionally, PLAAFP quality predicted winter achievement scores beyond the school district, fall achievement scores and teacher variables, and accounted for significant and moderate amount of unique variance for reading (r2 = 0.05) and math (r2 = 0.07). Implications for research and practice are included. 相似文献
999.
Thomas B. McGuckian Peter H. Wilson Rich D. Johnston Shahin Rahimi-Golkhandan Jan Piek Dido Green Jeffrey M. Rogers Paul Maruff Bert Steenbergen Scott Ruddock 《Child development》2023,94(3):648-658
This longitudinal study modeled children's complex executive function (EF) development using the Groton Maze Learning Task (GMLT). Using a cohort-sequential design, 147 children (61 males, 5.5–11 years) were recruited from six multicultural primary schools in Melbourne and Perth, Australia. Race/ethnicity data were not available. Children were assessed on the GMLT at 6-month intervals over 2-years between 2010 and 2012. Growth curve models describe age-related change from 5.5 to 12.5 years old. Results showed a quadratic growth trajectory on each measure of error—that is, those that reflect visuospatial memory, executive control (or the ability to apply rules for action), and complex EF. The ability to apply rules for action, while a rate-limiting factor in complex EF, develops rapidly over early-to-mid childhood. 相似文献
1000.
Chow-Garcia Nizhoni Lee Naomi Svihla Vanessa Sohn Claira Willie Scott Holsti Maija Wandinger-Ness Angela 《Cultural Studies of Science Education》2022,17(2):557-588
Cultural Studies of Science Education - Native Americans are the least represented population in science fields. In recent years, undergraduate and graduate level summer research programs that... 相似文献