A method for determining sulphur in roasted sulphide ores     

Harry F Keller  Philip Maas 《Journal of The Franklin Institute》1895,139(4):286-289

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On kobellite from ouray,col., and the chemical composition of this species     

Harry F. Keller 《Journal of The Franklin Institute》1889,128(2):148-153

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Virtual learning environments: three implementation perspectives     

Christina Keller 《Learning, Media and Technology》2005,30(3):299-311

Universities worldwide offer web‐based courses distributed by virtual learning environments (VLEs). A common theoretical framework for implementing VLEs is the pedagogical perspective of instructional design. In this paper, three perspectives of implementation from information systems implementation research and organization theory are presented: implementation as technology acceptance, implementation as diffusion of innovations and implementation as a learning process. These perspectives focus on the VLE as an information system within an organization, the university. The models reviewed offer an important complementary perspective to the pedagogical view of instructional design. The three implementation perspectives are compared and a conclusion is made concerning their implications of successful use and implementation of VLEs.  相似文献   

WHAT THE COLLEGE STUDENT WANTS     

H. Clay Foster 《Religious education (Chicago, Ill.)》2013,108(6):538-541

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What Makes a High School a Good High School for Students with Disabilities     

Nancy Brigharm  Catherine Cobb Morocco  Karen Clay  Naomi Zigmond 《Learning disabilities research & practice》2006,21(3):184-190

This article summarizes the findings and themes from the three high schools we studied. All three schools engaged in five schoolwide strategies for educating students with disabilities. They provided a broad array of academic courses and program options; provided schoolwide support structures that could be combined and customized to the needs and strengths of individual students; worked intentionally to connect students to the school and build their motivation to succeed; created a connected and caring adult community to serve students' academic and social/personal needs; and developed responsive leaders who managed the tensions inherent in the commitment to prepare students with disabilities to be successful in their lives beyond school. The article also reviews the different ways these three school instantiated these strategies. We describe the “theory of action” that integrates the five schoolwide strategies into a synergistic approach in each school and explore implications of the Good High Schools study for practice and for future research.  相似文献   

International Understanding of Learning Disabilities     

John Wills Lloyd  Clay Keller  Li‐yu Hung 《Learning disabilities research & practice》2007,22(3):159-160

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The relative age effect among female Brazilian youth volleyball players     

Okazaki FH  Keller B  Fontana FE  Gallagher JD 《Research quarterly for exercise and sport》2011,82(1):135-139

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Beyond preparation: Identity,cultural capital,and readiness for graduate school in the biomedical sciences     

J. Lynn Gazley  Robin Remich  Michelle E. Naffziger‐Hirsch  Jill Keller  Patricia B. Campbell  Richard McGee 《科学教学研究杂志》2014,51(8):1021-1048

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Using Peer Coaches to Build Oral Reading Fluency     

Bob Algozzine  Mary Beth Marr  Rebecca L. Kavel  Katherine Keller Dugan 《Journal of Education for Students Placed at Risk》2013,18(3):256-270

Fluent oral reading is essential for success in elementary school. In this study, we investigated the effectiveness of enhanced reading fluency instruction for struggling readers. The intervention was provided to small groups of students at risk for reading difficulties. Students were assessed on key early literacy skills. Second-grade students who were at risk for reading failure and who received supplemental intervention scored higher on measures of fluency than students who received only typical classroom instruction; the effects of enhanced fluency instruction were evident across different dosages for many children at risk for reading failure. In addition, statistically significant improvements and relationships were evident for oral reading fluency and comprehension. We discuss guidelines for developing and using the intervention in other classrooms.  相似文献   

The cross-cultural generalizability of a new structural model of academic self-concepts     

Martin Brunner  Ulrich Keller  Caroline Hornung  Monique Reichert  Romain Martin 《Learning and individual differences》2009,19(4):387-403

Prior research on the structure of academic self-concepts has demonstrated academic self-concepts to be domain-specific and hierarchically organized, but has largely failed to support the hypothesis that general academic self-concept is at the apex of the hierarchy. The present study investigates a new multidimensional nested-factor model of academic self-concepts that incorporates both domain-specific and general academic self-concepts, and the position of general academic self-concept at the apex of the self-concept hierarchy. Data were obtained from representative samples of 15-year-old students in 26 countries (total N = 106,680). Results showed that the nested-factor model provided a good fit to the data in each of the 26 countries, and that general and domain-specific academic self-concepts were meaningfully related to gender as well as to student achievement. Moreover, it emerged that the relationships between academic self-concepts and these student characteristics may differ substantially depending on whether the model applied does or does not account for the influence of general academic self-concept on domain-specific measures of academic self-concepts.  相似文献