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51.
Virginia J. Haas Perry R. Childers Elizabeth Babbitt Sandra M. Dylla 《Journal of Experimental Education》2013,81(3):33-37
This study was designed to determine the effectiveness of intensive in-class guidance of daily writing practice in freshman English composition courses as opposed to the presently practiced procedures in the course. The study involved 568 themes written by 142 students enrolled in six classes at UWM. Four groups were taught according to a workshop method developed by two instructors in English and an educational psychologist. Two groups were taught according to the procedures outlined in the freshman composition syllabus. An evaluation chart was developed by the three instructors and four complete sets of themes were graded once each by three raters. The hypothesis–there will be a significant difference in the grade achievement on selected freshmen English essays based on differences in instructional procedures between two control and four experimental groups–was supported. Since major variables of initial superiority of any writing group, variation in grading practices, and effect on students of theme assignments per se were not shown to be significant, it was concluded that the instructional procedures affected the grade achievement of the groups involved. 相似文献
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Kenneth B. Haas 《Clearing house (Menasha, Wis.)》2013,86(4):222-227
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Do you know which continent looks like an ice cream cone, a capitalA, or a frowning face? Just ask the four-year-olds at the West Virginia University Nursery School, and they'll tell you. Learning the names and shapes of the continents was part of their studies about the globe. 相似文献
59.
Okhee Lee Lorena Llosa Feng Jiang Corey O’Connor Alison Haas 《Journal of Science Teacher Education》2016,27(7):769-794
Elementary school teachers’ perceptions of school resources (i.e., material, human, and social) for teaching science to diverse student groups were examined across three school districts from one state. As part of a 3-year curricular and professional development intervention, we examined the effect on teachers’ perceptions after their first year of participation. The study involved 103 fifth-grade teachers from 33 schools participating in the intervention and 116 teachers from 33 control schools. The teachers completed a survey at the beginning and end of the school year. As a result of the intervention, teachers in the treatment group reported more positive perceptions of school resources than teachers in the control group. 相似文献
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Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954