The Political Economy of Recent Educational Reform Reports     

Lawrence C. Stedman 《Educational theory》1987,37(1):69-76

  相似文献   

Instructional technology: On diversity in education     

Lawrence P. Grayson 《Educational technology research and development : ETR & D》1976,24(2):117-134

  相似文献   

Toward improving the science education research enterprise     

Lawrence F. Lowery 《科学教学研究杂志》1980,17(4):275-281

  相似文献   

Visual resemblance sorting abilities of U.S. and Malaysian first-grade children     

Lawrence F. Lowery  Leslie R. Allen 《科学教学研究杂志》1978,15(4):287-292

  相似文献   

Computer Testing: Pragmatic Issues and Research Needs     

Lawrence M. Rudner 《Educational Measurement》1990,9(2):19-20

  相似文献   

Faculty development research in colleges, universities, and professional schools: The challenge     

Lawrence M. Aleamoni 《Journal of Personnel Evaluation in Education》1990,3(2):193-195

  相似文献   

Book reviews     

Kathryn Pomerantz  Helen Mitton  Matthew Chuard  Sonya Hinton  Belinda Medhurst 《Educational Psychology in Practice》2008,24(1):79-89

  相似文献   

Risk factors for speech delay of unknown origin in 3-year-old children     

Campbell TF  Dollaghan CA  Rockette HE  Paradise JL  Feldman HM  Shriberg LD  Sabo DL  Kurs-Lasky M 《Child development》2003,74(2):346-357

One hundred 3-year-olds with speech delay of unknown origin and 539 same-age peers were compared with respect to 6 variables linked to speech disorders: male sex, family history of developmental communication disorder, low maternal education, low socioeconomic status (indexed by Medicaid health insurance), African American race, and prolonged otitis media. Abnormal hearing was also examined in a subset of 279 children who had at least 2 hearing evaluations between 6 and 18 months of age. Significant odds ratios were found only for low maternal education, male sex, and positive family history; a child with all 3 factors was 7.71 times as likely to have a speech delay as a child without any of these factors.  相似文献   

Investigating the Validity of the Australian Early Development Index     

Sally A. Brinkman  Sven Silburn  David Lawrence  Sharon Goldfeld  Mary Sayers  Frank Oberklaid 《Early education and development》2007,18(3):427-451

This article aims to contribute to the ongoing evaluation of the Australian Early Development Index (AEDI) by investigating its construct and concurrent validity with a subsample of 642 children aged 4 to 5 years drawn from the Longitudinal Study of Australian Children (LSAC). Construct validity was examined by considering the theoretical consistency of the network of correlations between the AEDI subconstructs and the independently reported multimethod measures of early learning skills and development collected contemporaneously by the LSAC. Concurrent validity was examined by assessing the extent to which children who were “developmentally vulnerable” on the AEDI domains corresponded with the LSAC outcome indices classification of children as “developmentally at risk.” Moderate to large correlations were observed between each of the AEDI domains and subconstructs when compared to analogous teacher-rated LSAC measures, with lower levels of association observed for parent-rated LSAC measures. Concurrent validity was explored; however, with no criterion measure with which to assess the AEDI, findings are inconclusive prior to predictive validity assessment. Future waves of the LSAC will collect information on the children's abilities at school and developmental outcomes, enabling further interpretation of these concurrent and construct validity findings by triangulation and predictive validity analyses.  相似文献   

Library Study Behaviors in the Age of Ubiquitous Mobile Devices: An Observational Study in Four Academic Libraries     

Amy Catalano  Lawrence Paretta  Claudia McGivney  Tara King 《The Reference Librarian》2014,55(4):328-342

In this study, researchers observed student study behaviors in the libraries of four post-secondary institutions. In all, 2,773 observations were made. This research replicates and expands an earlier study and addresses its limitations. The results of a logistic regression test indicate whether students had a mobile device readily available and where students chose to study in the library best predicted whether they demonstrated a study, as opposed to a non-study, behavior. Specifically, if students were found in quiet study or computer areas, they were more likely to be performing study behaviors. This research has implications for library stakeholders making decisions about the use of library space. Most importantly, this research demonstrates that library spaces are widely used for diverse purposes.  相似文献